COVID-19 has disrupted the daily routines and practices of people. One noticeable sector that was severely impacted by the pandemic was education. Institutions and educators are obliged to rapidly adapt to the changing environment, hence the shift from onsite to online education. This study aims to understand how technostress or the problem of adaptation that an individual experiences, when unable to cope with new technology becomes a contributing factor towards the aversion of tertiary students to online classes. The Technology Acceptance Model (TAM) was selected to understand the factors used to adapt technology in different areas such as education. Quantitative research method was employed to explore the effects of technostress to 253 undergraduate students from a university in the Philippines that is currently implementing HyBlend, wherein onsite and online mode of learning is utilized. An online questionnaire was distributed which contained 25 questions formulated with a 7-point Likert scale that explores what elements of online class causes technostress, effects of technostress and preferred modality of the learners. Statistical treatment such as mean, Pearson-moment correlation and regression analysis was used to interpret the data. This resulted in an alpha level of 0.05 which confirms a correlation between technostress and HyBlend learning which then suggests that technostress is present regardless of which modality students were engaged with. Elements that cause technostress such as prolonged usage of gadgets was identified in the results. The study will aid in developing recommendations to further enhance learning experience for the students by reducing technostress.

Authors:
Jhoanna Andrea De Leon, National University-Manila, Philippines
Mary Joy Somao-i, National University, Philippines
Rishirl Cuario, National University, Philippines

About the Presenter(s)
Ms JHOANNA ANDREA DE LEON is a University Professor/Principal Lecturer at National University- Manila in Philippines

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